International Journal of Modern Language Teaching and Learning

Available online at www.ijmltl.com. Vol. 1, Issue 4, 2016, pp.159-167

ISSN: 2367-9328

The Effect of Using Task-Based Activities on Writing Performance

of Iranian Introvert vs. Extrovert EFL Learners
Amir Reza Nemat Tabrizi 1, Shaho Hosseini2
1
Assistant Prof., Department of English Language, Payame Noor University, I. R.of Iran
2
MA student, Payame Noor University, I. R.of Iran

Corresponding author’s email: arnemati@pnu.ac.ir

ABSTRACT

A significant part of the meaning-focused instructions is task-based syllabuses, policy makers and curriculum
developers have commonly developed the programs based on Task-Based Activities however for making
maximum progress with learning styles of students, their individual differences has attracted the attention of L2
researchers. The present research is an attempt to provide new evidence for the efficacy of Task-Based Activities
on writing performance of Iranian Introvert vs. Extrovert EFL Learners. The primary focus of the study is to
investigate the effect of task-based activities as like tasks of class discussion and mind mapping which may
develop EFL learners’ writing of English as a foreign language. In the second place, it tried to scrutinize the
amount of effect of these activities on writing proficiency of Extrovert vs. Extrovert learners. For this purpose,
100 male intermediate Iranian EFL learners were chosen from a total number of 133 and assigned into four
groups (2 experimental and 2 controls) through their performance on a sample pre-test of Nelson (Homogeneity
Test). The target learners of this research are learners of Amiri’s foreign languages institute in Kermanshah,
Iran. Data were collected through pre and post-test writing descriptive essays to find any progress at end of the
treatment session. Data were analyzed through two-way ANOVA and Paired Samples t-tests. The results of the
statistical analysis demonstrated that the task-based activities as like mind mapping and class discussion groups
outperformed the writing proficiency of both studied groups but it has more impact on extrovert than introvert
learners. The results of the study can have significant implications for EFL teachers, learners, researchers,
policy makers and syllabus designers.

KEYWORDS: Task-Based Activities, Introvert, Extrovert

INTRODUCTION
Writing today has become very important in the daily lives of much of the world’s population and speakers of
globally dominant languages are surrounded by written materials. Writing is an important and, at the same time,
demanding activity, particularly in a foreign language context in which learners are exposed to language just for few
hours a week (Kim & Kim, 2005). Question arises on the need of making language classrooms a place where
genuine and meaningful communication takes place and not simply one where students “practice” language for its
own sake. This emphasis on making meaning the priority in syllabus design and methodology underlies many
aspects of contemporary approaches to language teaching, e.g., CLT, Task-based language teaching, and Content-
based instruction. Task-based language teaching is an approach seeking to provide learners with a natural context for
language use. As learners work to complete a task, they have abundant opportunity to interact. Such interaction is
thought to facilitate language acquisition as learners have to work to understand each other and to express their own
meaning (Larsen- Freeman 2000).
On the other hand for second language learners to make maximum progress with their own learning styles, their
individual differences must be recognized and attended to. A number of theories hold that personality factors
significantly influence the degree of success that individuals achieve in learning a second language (Gass&Selinker,
1994) based on the assumption that some features of the learner's personality might encourage or inhibit second
language learning (Cook, 1996) by enhancing certain facets of language learning while impeding others (Larsen-
Freeman & Long, 1991). In order to provide effective sensitive instruction, teachers of second or foreign languages
need to learn to identify and understand their students‟ significant individual differences. Among personality
factors, Extroversion and, its counterpart introversion, are also potentially important factors in the learning of a
second language. This study will deal with Iranian EFL learners writing assignments specifically both personality

159
 International Journal of Modern Language Teaching and Learning
Available online at www.ijmltl.com. Vol. 1, Issue 4, 2016, pp.159-167
ISSN: 2367-9328

types i.e. extrovert vs. Introvert. It will focus on the influence of task-based language learning on the growth of their
productive skill of writing in both studied groups.

BACKGROUND OF THE STUDY

In recent years, several studies have focused on task-based activities. TBLT presents a way to realize
communicative language teaching at the syllabus design and methodology level. Second Language Acquisition
(SLA) researchers and teachers who were dissatisfied by teacher-oriented, form-based language teaching method,
developed the theory of Task -Based Instruction (TBI) in the 1980s (Samuda&Bygate, 2008).Task-based language
teaching is an approach seeking to provide learners with a natural context for language use. As learners work to
complete a task, they have abundant opportunity to interact. Such interaction is thought to facilitate language
acquisition as learners have to work to understand each other and to express their own meaning (Larsen- Freeman
2000). Cheng (2011) investigated the influence of Post task Activity on EFL writing performance. He studied how
the revision of learner's written texts made by the teacher enhances the accuracy, fluency, and complexity of his/her
writing. The findings of this study demonstrated that although instruction is a good method to provide input, the
modification of written passage if used appropriately can be sources of alternative input to enhance writing outcome.
However a number of studies have been conducted in order to investigate and explore how the personality of
the learner can be of influence on his/her second language acquisition. According to Wright and Taylor (1970),
personality refers to those relatively stable and enduring aspects of the individual which distinguish him from other
people, and at the same time from the basis of our predictions concerning his future behavior.

STATEMENT OF THE PROBLEM

Most of the learners mentioned that the writing is the most complex and hard to learn skill among other language
skills. When it comes to writing, teachers may encounter certain problems on the part of the learners such as lack of
participation and motivation. Boring teacher-center method and self-guided books didn’t play an effective role on
writingproficiency of EFL learners. Moreover, most of the teachers didn’t pay much attention to personality types of
learners in learningprocess. It is assumed that a better understanding of the genuine and meaningful teaching
method as like Task-Based Language Teaching (TBLT) and how does it effect on writing proficiency of extrovert
vs. Introvert EFL learners may help us for designing of meaningful communication learning base on
personalitydifferences. The research problem can be identified in the students’ poor mastery of the necessary EFL
writing skills that need to be developed.

RESEARCH QUESTIONS AND HYPOTHESES

The following research questions have been addressed in this study:
RQ1. Does using Task-based activity have any effect on writing performance of Iranian EFL learners?
RQ2. Does using task-based activity have any effect on writing performance of introvert learners?
RQ3. Does using task-based activity have any effect on writing performance of extrovert learners?
RQ4. In case of any effect which of introvert vs. Extrovert learners benefit more?

With regard to the research questions, the following null hypotheses can be formulated:

H01. The use of task-based activities does not have any significant effect on Iranian learners writing ability.
H02. The use of task-based activities does not have any significant effect on writing performance of Iranians
introvert learners.
H03. The use of task-based activities does not have any significant effect on writing performance of Iranians
extrovert learners.
H04.The use of task-based activities does not have any significantly different effect on writing performance of
Iranian extrovert and introvert learners.

PURPOSE OF THE STUDY

Because task-based teaching of EFL writing is left rather untouched, the present study attempts to investigate the
role that task-based writing can play in language acquisition of Iranian EFL learners. More specifically, this study
aims at examining the effects of task-based activities on personality differences of EFL learners' writing ability. In
other words the main aim of this study was to investigate the impact of task-based activities as like class discussion
and mind mapping on writing proficiency of Iranian EFL learners and measuring this impact on two personality

160
 International Journal of Modern Language Teaching and Learning
Available online at www.ijmltl.com. Vol. 1, Issue 4, 2016, pp.159-167
ISSN: 2367-9328

types of extroverts vs. Introverts. In other words if this kind of teaching method has impact on learners which group
benefit more from that extrovert learners or introvert learners?

SIGNIFICANCE OF THE STUDY

Now days regarding the applying Task-based activities in most EGP and ESP, students‟ personality analysis has
been considered to play an imminent role in learning and teaching processes. The present study attempts to
investigate the role that task-based writing can play in language acquisition of Iranian EFL learners. More
specifically this study was conducted to investigate the impact of Task-based activates on both personality type i.e
extroverts and introverts. The actual target learners of this research are learners of English language in Iran. They
have not enough chances to use English outside the classes. Thus the learners do not usually experience English
language use in authentic contexts; this affects maintaining learners' motivation and recognition of their
achievement. Therefore, EFL teachers seem to need to modify curricula, syllabuses, methods, etc., considering the
contexts of their learners.
Because the entire human divided into category of personality differences of extroverts and introverts this study
benefits all learners. It became clear that foreign language learners are different in language learning, their learning
style, motivation, attitude, etc. This study helps teachers to provide opportunities for students to raise their level of
motivation and effort to do their best in writing skill. To help instructors in this field, this study used discussion and
mind mapping tasks as an approach which will motivate learners. The results of the study can have significant
implications for EFL teachers, learners, researchers, policy makers and syllabus designers.

REVIEW OF RELATED LITERATURE

In recent years, there has been an increasing amount of literature on task-based activities in Iran.Marashi and Didari
(2012) studied the influence of task-based writing on EFL learners’ writing performance and creativity. They found
out that learners gained advantages from task-based writing regarding writing and creativity. According to their
results, it is very necessary for writing teachers to apply various kinds of tasks, offer opportunities by increasing
amount of input, actively involve them in the class procedures, and encourage them to be more creative in their
writing and write their first draft freely without any concern for formal linguistic features.
A similar study was conducted by Rezaei(2014) in his article titled as “Writing in Task-based Class for EFL
Learners” found out that teaching writing by using TBLT can enhance the student’s ability. According to their
results, in order to enhance the writing ability, TBLT is useful for students. TBLT offers the students’ material
which they have to actively engage in the process of teaching-learning in order to achieve a goal or complete a task.
It can enhance the student’s ability in representing ideas, encourage the students to write, and make the class
situation more alive.
Another study was executed by Khodabakhshizadeh and Mousavi (2012) investigated the effect of post-task
activities on the TEFL students’ fluency and accuracy in oral production. According to their results, various types of
repeated performance (i.e., public and private) as post-task activities effect on fluency and accuracy of oral
production.
Zohrabi and Abasvand(2014) studied the influence of task repetition on increasing Iranian EFL learners’
accuracy and complexity in writing proficiency. The results of an immediate post-test demonstrated that task
repetition positively influenced the accuracy and complexity of the participants’ writings in the experimental group.
Rahimpour and Safari (2011) studied the influences of pre-task planning (PTP) and on-line planning (OLP) on
descriptive writing of EFL learners. According to their results, planning time didn’t influence the complexity and
accuracy of participants’ performance but it had affected positively the fluency of PTP group.
Ghavamnia et al. (2013) studied the influence of pre-task and online planning conditions on the complexity,
accuracy, and fluency of EFL learners’ written production. They suggested that the pre-task planning group
generated the complex and fluent writings, while the online planning group generated more error free clauses
representing a more accurate writing performance.

METHOD

PARTICIPANTS
In this study, 100 EFL students in six classes were conveniently sampled from among 133 intermediate, male and
female EFL learners aged from 16 to 21 at Amiri Language Institute in Kermanshah, Iran. The homogeneity of the
participants was assured as they had been placed in that level through administration of Nelson Test (Homogeneity

161
 International Journal of Modern Language Teaching and Learning
Available online at www.ijmltl.com. Vol. 1, Issue 4, 2016, pp.159-167
ISSN: 2367-9328

Test) after that by administering Questionnaire of Extroverts vs. Introverts. These 100 students were assigned into
four class’s base on their personality: two experimental groups and two control groups.

INSTRUMENTS
In this study four instruments were used: (1) Nelson Test (Homogeneity Test) (2) Questionnaire of Extroverts vs.
Introverts (3) Writing pre-test (4) Writing post-test. In this study the course book College Writing used as the
material. The aim of the book was to develop the students’ ability to write a cohesive paragraph that has a topic
sentence and supporting details with minimal grammatical, spelling, punctuation, and indentation errors. Class
discussion, mind mapping and information-gap tasks (jigsaw) were practiced by the experimental students in the
classroom during the course of the study. The first and the last composition written by the participants regarded as
pre-test and post-test. At the end of the course, the students in both control and experimental groups took a post-test
and answered 10 questions. They were asked and scored by two raters.

PROCEDURE
As we mentioned before, 100 male and female intermediate Iranian EFL learners were chosen from a total number
of 133 and assigned into four groups (2 experimental and 2 controls) through their performance on a sample pre-test
of Nelson (Homogeneity Test) and Questionnaire of Extroverts vs. Introverts. At first session we had a pre-test
which is writing one-paragraph essays that consisted of three topics, scoring their essays and marking their errors
and turn them back to students considered as feedback, and post-test administration which was writing essays with
the same topics as written in pre-test. They received feedback in the classroom. In this way, male and female
English learners of the experimental group experienced a set of productive tasks in which, language is not regarded
as an object of study or manipulation but as a means of communication. In contrast, students of the control group
mostly experienced memorization, repetition of conversations and blank-filling exercises of the book. while the
experimental group practice the Authentic tasks (sometimes also called real life tasks) such as writing a letter to
manager or write essay how to lose a weight by using Task-based Activities as like class discussion ,mind mapping
and information-gap tasks (jigsaw)were fulfilled throughout the term in order to improve the writing proficiency of
the experimental group students. In addition to it, they did an activity considered as post-task after each writing task.
The duration of treatment in experimental group was 12 sessions. At the end of the course, the students in both
control and experimental groups took a post-test and wrote a same topics as like pre-test. They were scored by two
raters.

RESULTS
The abovementioned hypotheses were analyzed using the paired-samples t-test. The analyses assume normality
of the data.
Table 1.Normality AssumptionDescriptive Statistics
N Skewness Kurtosis
Group Personality Statistic Statistic Std. Error Ratio Statistic Std. Error Ratio
Pretest 25 -.251 .464 -0.54 -.491 .902 -0.54
Extrovert
Posttest 25 .033 .464 0.07 -1.026 .902 -1.14
Experimental
Pretest 25 -.451 .464 -0.97 -.537 .902 -0.60
Introvert
Posttest 25 -.084 .464 -0.18 -.461 .902 -0.51
Pretest 25 -.206 .464 -0.44 -1.297 .902 -1.44
Extrovert
Posttest 25 -.132 .464 -0.28 -.704 .902 -0.78
Control
Pretest 25 .050 .464 0.11 -.806 .902 -0.89
Introvert
Posttest 25 .698 .464 1.50 -.025 .902 -0.03

PRETEST OF WRITING
A t-test was run to compare the experimental (task-based group) and control groups’ performance on the pretest of
writing in order to prove that they were homogenous in terms of their writing ability prior to the main study.

162
 International Journal of Modern Language Teaching and Learning
Available online at www.ijmltl.com. Vol. 1, Issue 4, 2016, pp.159-167
ISSN: 2367-9328

Table 2. Descriptive Statistics; Pretest of Writing by Groups

Group Mean Std. Error 95% Confidence Interval
Lower Bound Upper Bound
Experimental 14.400 .237 13.930 14.870
Control 14.080 .237 13.610 14.550

Table 3.Descriptive Statistics; Pretest of Writing by Groups by Personality Types

Group Personality Mean Std. Error 95% Confidence Interval

Lower Bound Upper Bound

Experimental Extrovert 14.280 .335 13.615 14.945

Introvert 14.520 .335 13.855 15.185

Control Extrovert 14.480 .335 13.815 15.145

Introvert 13.680 .335 13.015 14.345

Table 4.Independent Sample t-test, Pre-test by Groups

Levene's Test t-test for Equality of Means

for Equality
of Variances

F Sig. t Df Sig. Mean Std. Error 95% Confidence

(2- Difference Difference Interval of the
tailed) Difference

Lower Upper

score Equal .123 .727 .043 45 .966 .01449 .33848 -.66724 .69623
variances
assumed
Equal .043 44.583 .966 .01449 .33887 -.66821 .69719
variances
not
assumed

As the results indicate there was not any significant difference between the experimental and control groups on the
Nelson proficiency test (F (.123) = .72, p > .05 (Table 4). Thus it can be concluded that the experimental and control
groups enjoyed the same level of general language proficiency prior to the main study.

163
 International Journal of Modern Language Teaching and Learning
Available online at www.ijmltl.com. Vol. 1, Issue 4, 2016, pp.159-167
ISSN: 2367-9328

TESTING RESEARCH HYPOTHESES

H01. The use of task-based activities does not have any significant effect on Iranian learners writing ability.

Table 5.Descriptive Statistics; Posttest of Writing by Groups

Group Mean Std. Error 95% Confidence Interval

Lower Bound Upper Bound

Experimental 16.120 .227 15.669 16.571

Control 13.960 .227 13.509 14.411

Table 6.The Results of t-test of the Effect of task-based activities on writing

Levene's Test for Equality of t-test for Equality of Means

Variances
F Sig. T df Sig. Mean Std. Error 95% Confidence
(2- Difference Difference Interval of the
tailed) Difference

Lower Upper

Score Equal .214 .645 - 75 .000 -3.63333 .32934 -4.28942 -2.97725

variances 11.032
assumed

The results of the tables above (Tables 5&6) show that task-based activities have a significant effect on
students’ writing ability. Thus the first null hypothesis was rejected.
H02. The use of task-based activities does not have any significant effect on writing performance of Iranians
introvert learners.

Table7.Descriptive Statistics; Posttest of Writing by Groups by Personality Types

Group Personality Mean Std. Error 95% Confidence Interval

Lower Bound Upper Bound

Experimental Extrovert 16.920 .321 16.282 17.558

Introvert 15.320 .321 14.682 15.958

Control Extrovert 14.480 .321 13.842 15.118

Introvert 13.440 .321 12.802 14.078

An independent-samples t-test was run to compare the experimental and control groups introvert learners’
means on the post-test of writing in order to probe the second null-hypothesis. Based on the results displayed in
Table 7, it can be concluded that the experimental introvert learners had a higher mean (M = 15.320, SD = .321) on
the posttest of writing than control introvert (M = 13.440, SD = .321).

164
 International Journal of Modern Language Teaching and Learning
Available online at www.ijmltl.com. Vol. 1, Issue 4, 2016, pp.159-167
ISSN: 2367-9328

Table 8.The Results of Independent Samples Test between Experimental and Control Introvert learners

Levene's Test t-test for Equality of Means

for Equality of
Variances
F Sig. t Df Sig. Mean Std. Error 95% Confidence
(2- Difference Difference Interval of the
tailed) Difference

Lower Upper
sco Equal 1.173 .284 3.081 45 .004 1.27717 .41459 .44215 2.11220
re variances
assumed
Equal 3.062 40.770 .004 1.27717 .41712 .43463 2.11972
variances not
assumed

The results of Table 8 indicated that the experimental introvert learners had a significantly higher mean on the
posttest of writing than control introvert learners. Thus the second null-hypothesis was rejected.
H03. The use of task-based activities does not have any significant effect on writing performance of Iranians
extrovert learners.
An independent-samples t-test was run to compare the experimental and control extrovert learners’ means on
the posttest of writing in order to probe the third null-hypothesis. Based on the results displayed in Table 8, it can be
concluded that the experimental extrovert learners had a higher mean (M = 1692, SD = 1.34) on the posttest of
writing than control extrovert (M = 14.48, SD = 1.38).
The results of independent-samples t-test (Table 9) indicated that the experimental extrovert learners had a
significantly higher mean on the posttest of writing than control extrovert learners. Thus the third null-hypothesis
was rejected.

Table 9.Independent-Samples t-test; Posttest by Experimental and Control Extrovert Learners

Levene's Test for

Equality of t-test for Equality of Means
Variances
95% Confidence
Sig. (2- Mean Std. Error Interval of the
F Sig. T Df
tailed) Difference Difference Difference
Lower Upper
Equal variances
1.738 .193 3.253 58 .002 4.233 1.302 1.628 6.839
assumed
Equal variances not
3.253 55.386 .002 4.233 1.302 1.625 6.841
assumed

Table 9 indicated that there was a significant difference between the two groups’ mean scores on the posttest of
writing. Thus the third null-hypothesis was rejected. The experimental extrovert group significantly outperformed
the control extrovert group on the posttest of writing.
H04.The use of task-based activities does not have any significantly different effect on writing performance of
Iranian extrovert and introvert learners.

165
 International Journal of Modern Language Teaching and Learning
Available online at www.ijmltl.com. Vol. 1, Issue 4, 2016, pp.159-167
ISSN: 2367-9328

Table 10.Independent-Samples t-test; Posttest by Experimental Introvert and Extrovert Learners

Levene's Test
for Equality of t-test for Equality of Means
Variances
95% Confidence
Sig.
Mean Std. Error Interval of the
F Sig. T Df (2-
Difference Difference Difference
tailed)
Lower Upper
Equal variances
2.935 093 7.832 48 .000 3.16667 .40433 2.35370 3.97963
assumed
Equal variances not
8.232 46.724 .000 3.16667 .38465 2.39272 3.94061
assumed

Table 10 indicated that there was a significant difference between the two groups’ mean scores on the posttest
of writing. Thus the forth null-hypothesis was rejected. The experimental extrovert group significantly outperformed
the control introvert group on the posttest of writing.

INTER-RATER RELIABILITY
The subjects’ performance on the pretest and posttest of writing were rated by two raters. Based on the results
displayed in Table 11 it can be claimed that there were significant agreement between the two raters on pretest (r
(98) = .66, p = .000 representing a large effect size) and posttest of writing (r (98) = .73, p = .000 representing a
large effect size).

Table 11.Pearson Correlations; Inter-Rater Reliability

PreR2 PostR2

PreR1 Pearson Correlation .665**

Sig. (2-tailed) .000

N 100
PostR1 Pearson Correlation .732**

Sig. (2-tailed) .000

N 100
**. Correlation is significant at the 0.01 level (2-tailed).

DISCUSSION
To summarize the major findings of this study and by looking at these group’s means it is indicated that the
experimental group significantly outperformed the control group on the posttest of writing. Thus, the first general
null-hypothesis was rejected. The obtained results also indicated that the experimental introvert learners had a
significantly higher mean on the posttest of writing than control introvert learners. Also the results showed that the
experimental extrovert learners had a significantly higher mean on the posttest of writing than control extrovert
learners so it can be say that Task-Based activities had a great impact on performance of both experimental groups
of extroverts and introverts learners. The results of the study are in line with studies that investigated effects of
Task-based activities on EFL writing(e.g. Marashi and Didari, 2012; Rezaei, 2014; Khodabakhshizadeh and
Mousavi, 2012; Zohrabi and Abasvand, 2014) that found out learners gained advantages from task-based writing
regarding writing and.
At the end the main harvest of this study come to an end with the scores obtained by participants indicated that
the extrovert subjects significantly outperformed the introvert group on the posttest of writing. What is interesting in
this data is that that implying task-based activities had a positive effect on both studied groups but it has more and
better effect on extrovert learners. This can be due to the different task-based activities as like tasks of class
discussion and mind mapping which may develop EFL learners’ writing of English as a foreign language that were
used during the treatment period. The findings are in contrast with the finding achieved by Astika, Carrol, and

166
 International Journal of Modern Language Teaching and Learning
Available online at www.ijmltl.com. Vol. 1, Issue 4, 2016, pp.159-167
ISSN: 2367-9328

Moneta (1996) which indicates no significant relationship between extroversion-introversion learners performance.
The result are in line with Vehar (1968) found no such significant difference in the performance between extroverts
and introverts.

CONCLUSION
In this study it was demonstrated that experimental groups outperformed control groups while the experimental
extrovert EFL learners were significantly better at writing tasks than the experimental introvert ones. Therefore, by
studying the difference between extroverts and introverts and their probable effect on language skills like writing,
teachers can predict what kinds of activities and tasks students will enjoy, what sort of teaching methods they
require and what their learning styles are. Therefore it can be concluded that using tasks for teaching writing to
extrovert students is a useful approach but it does not mean that using these tasks for instructing writing to extroverts
is not useful. Thus, it is felt that this study has made some important contributions towards a better understanding of
the extroversion-introversion personality variable and its relationship to some learning outcomes (i.e., performance
on writing tasks).

Conflict of interest
The authors declare no conflict of interest.

REFERENCES
Astika, G., Carrell, P., & Moneta, P. (1996). Personality types and language learning in an EFL
Context. Language Learning, 46 (1), 75-99.
Cheng, F.H. (2011).Effect of Post-task Activity on EFL writing performance. Proceedings of the 16th Conference of
Pan-Pacific Association of Applied Linguistics.
Cook, V. (1996). Second Language Learning (2nd ed.) New York: Arnold
Gass, S. &Selinker, L. (1994). Second language acquisition: An introductory course. Hillsdale,NJ: Lawerance
Erlbaum.
Ghavamnia, M, Tavakoli, M. &Esteki, M. (2013).The effect of Pre-Task and online planning conditions on
complexity, accuracy, and fluency on EFL learners’ written production. PortaLinguarumJunio, 6(2), 31-43.
Khodabakhshizadeh, H., &Mousavi, S. (2012). The effect of different types of repeated performance (Private vs.
Public) as Post-Task Activities on the English students’ accuracy and fluency in L2 oral production.
Modern Education and Computer Science, 5, 53-62.
Kim, Y., & Kim, J. (2005). Teaching Korean university writing class: balancing the process and the genre approach.
Asian EFL Journal, 7(2), 1-15.
Larsen-Freeman. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Marashi, H.,&Didari, L. (2012).The impact of using Task-based writing on EFL learners’ writing performance and
creativity. Theory and Practice in Language Studies, 2 (12), 2500-2507
Rahimpour, M., &Safarie, M. (2011).The Effects of on-line and Pre-task Planning on descriptive writing of Iranian
EFL learners. International Journal of English Linguistics, 11(2), 274-280
Rezaei, A. (2014). Writing in Task-based class for EFL learners. International Journal on Studies in English
Language and Literature (IJSELL), 2(2), 47-65.
Samuda, V., &Bygate, M. (2008). Tasks in second language learning. Basingstoke, England: Palgrave Macmillan
Vehar, M. A. (1968). Extraversion, introversion and reading ability. The Reading Teacher, 21,
357-360.Int
Wright, D. & Taylor, A. (1970). Introducing psychology.Harmondsworth: Penguin Books.
Zohrabi, M., &Abasvand, Y. (2014). The effect of task repetition on improving Iranian learner's accuracy and
complexity in writing proficiency, International Journal of English and Education, 3(2), 2278-4012.

167